The Press Play Organisation uses the dyslexia@bayTM programme which is a unique comprehensive system designed to deal with all of the problems associated with dyslexia, dyspraxia, poor concentration and other learning difficulties.
To view the full website please visit: www.dyslexia-at-bay.com
Four different difficulties associated with spelling:
Can learn spellings but difficulty remembering them over a period of time.
Can learn to spell “small” words but not “big” words.
Have difficulty spelling words by “sounds” (phonological deficit)
Can remember how to spell a word orally but spelling the same word incorrectly when writing.
Each of the above four difficulties have different causes. Hence each of the above difficulties have different solutions. Children with dyslexia can be taught to become confident spellers, once the cause of the problem has been identified.
Reading in a “hesitant manner”:
The primary cause of this difficulty is caused by “eye tracking” difficulties. There are numerous types of eye tracking difficulties and a different solution for each. A simple way to explain this is to ask someone to catch a ball. If the two hands are outstretched at the same distance and move together then the ball is caught. However if one hand is 30 cm closer to the body than the other then the ball will not be caught. Each hand can work perfectly on its own, however the hands need to work together to catch the ball. In the same way when we are reading our eyes must “act as a team” and work together.
“Losing your place on the page” when reading:
Some students can lose their place on the page when reading and may or may not run the finger underneath the line. Again this is another type of an eye tracking difficulty and a student would not have “anticipatory eye movement”. When a fluent reader reads their eyes moved 3 to 8 words ahead. This allows the brain a period of time to decode the words so that they can read fluently.
Reading is a three stage process: firstly the eyes track across the line of words, secondly we decode the words and in the final process we make a visualisation or “video” of what the reading material is. It is this video and its level of detail that allows us to have a greater or lesser degree of comprehension. Some students do not make a video at all and hence the level of comprehension is extremely limited. It is like watching a television with no picture and only sound. It is the reason why students become “bored” when reading and have no “interest” in reading.
The Press Play Organisation has used the dyslexia@bayTM programme to teach many students to become happy confident readers.
Sequencing Difficulties: not being able to follow a set of instructions
Imagine a student being asked to go to the bedroom, get slippers underneath the bed, pyjamas from underneath pillow and a book beside the bed and bring them to you. A student who can sequence can carry out these instructions easily. However, some students with dyslexia have difficulty following three, four, or five instructions. This is termed a sequencing difficulty and can cause major problems in schools. Students who have sequencing difficulty are often accused of not listening in class or their parents feel that they are being ignored or think that the student cannot “concentrate”. Sequencing is a major difficulty for students with dyslexia as it can mean they may have difficulty following instructions for example in Maths.
Each individual with dyslexia is different.
It cannot be emphasised too strongly that each student with dyslexia is different. Each student with dyslexia must be diagnosed not only for the symptoms but also for the causes of the symptoms. A program must be prepared for each individual student. It is impossible to make rapid progress if students with dyslexia are not dealt with on a one-to-one basis.
In a doctor’s waiting room there are many and various illnesses. There is no simple pill which cures all illness.
We at the Press Play Organisation have been dealing with students who have dyslexia from 10 countries over a period of almost 40 years.
No two people with dyslexia are the same. Each student with dyslexia must be diagnosed as an individual and a series of solutions found so that they can spell, read fluently, comprehend and sequence (follow a set of oral instructions easily and fully) as other students do.
The Press Play Organisation programme for dyslexia
Each student with dyslexia attends two/three consultations with a parent over a six week period.
We at the Press Play Organisation can identify the underlying causes of an individual’s difficulties and can instruct them how to overcome these difficulties over the six week period. The student is taught an indivual programme depending on his/her diffculties for example:
- how to construct a perceptual screen
- develop a visual strategy for spelling
- eye exerises to overcome particular eye-tracking difficulties
- develop anticipatory eye-movement for fluent reading
- learn a strategy for improved comprehension while reading
- instructed in directed reading skills
- use sucessful strategies to overcome sequencing difficulties
If you are interested in a programme for your son/daughter simply Click here .
The Press Play Organisation Training Courses for Consultants
Consultants are trained to work on a one-to-one basis with students who have dyslexia. On successful completion of the training and induction period, consultants will become a registered member of the Press Play Organisation. If you are interested in becoming a Press Play Education Consultant simply Click here .